In this project students are invited to a) explore how math is used in their families and communities; and b) use math skills to investigate community or social concerns and then take action to promote greater equity in the world around them.

CCSS Alignment for Grades 6-12

6.SP.1. Recognize statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. Students will examine multiple statistical representations of resource distributions in graphical form in order to recognize the statistical questions that these graphs answer.

7.SP.1.Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Students will be provided data from a population sample and draw connections between the sample and the population to determine whether the sample is representative of the population.

8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Students will use bivariate categorical data (race and socio-economic status for example) and describe their possible association through relative frequency tables.

S-MD.1. Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. Students will choose a quantity of interest from their local community and, through census data and local data collected from community organizations, will graph the probability distributions of their data using the same graphical displays as their data distributions.

## Resource

https://media.iearn.org/projects/math

## Summary

## In this project students are invited to a) explore how math is used in their families and communities; and b) use math skills to investigate community or social concerns and then take action to promote greater equity in the world around them.

## CCSS Alignment for Grades 6-12

6.SP.1.Recognize statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. Students will examine multiple statistical representations of resource distributions in graphical form in order to recognize the statistical questions that these graphs answer.7.SP.1.Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Students will be provided data from a population sample and draw connections between the sample and the population to determine whether the sample is representative of the population.8.SP.4.Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Students will use bivariate categorical data (race and socio-economic status for example) and describe their possible association through relative frequency tables.S-MD.1.Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.Students will choose a quantity of interest from their local community and, through census data and local data collected from community organizations, will graph the probability distributions of their data using the same graphical displays as their data distributions.